全文获取类型
收费全文 | 2887篇 |
免费 | 18篇 |
国内免费 | 11篇 |
专业分类
教育 | 1871篇 |
科学研究 | 416篇 |
各国文化 | 41篇 |
体育 | 227篇 |
综合类 | 11篇 |
文化理论 | 38篇 |
信息传播 | 312篇 |
出版年
2022年 | 18篇 |
2021年 | 56篇 |
2020年 | 51篇 |
2019年 | 105篇 |
2018年 | 174篇 |
2017年 | 140篇 |
2016年 | 139篇 |
2015年 | 80篇 |
2014年 | 95篇 |
2013年 | 513篇 |
2012年 | 109篇 |
2011年 | 65篇 |
2010年 | 60篇 |
2009年 | 50篇 |
2008年 | 66篇 |
2007年 | 50篇 |
2006年 | 43篇 |
2005年 | 39篇 |
2004年 | 30篇 |
2003年 | 23篇 |
2002年 | 25篇 |
2001年 | 22篇 |
2000年 | 25篇 |
1999年 | 26篇 |
1998年 | 29篇 |
1996年 | 20篇 |
1994年 | 19篇 |
1993年 | 20篇 |
1992年 | 28篇 |
1991年 | 27篇 |
1990年 | 30篇 |
1989年 | 30篇 |
1988年 | 27篇 |
1987年 | 18篇 |
1986年 | 29篇 |
1985年 | 28篇 |
1984年 | 30篇 |
1983年 | 19篇 |
1982年 | 29篇 |
1981年 | 15篇 |
1980年 | 21篇 |
1979年 | 21篇 |
1978年 | 16篇 |
1977年 | 18篇 |
1976年 | 19篇 |
1967年 | 17篇 |
1941年 | 19篇 |
1939年 | 23篇 |
1937年 | 41篇 |
1936年 | 40篇 |
排序方式: 共有2916条查询结果,搜索用时 15 毫秒
941.
Joanna O. Masingila Dana E. Olanoff Dennis K. Kwaka 《Journal of Mathematics Teacher Education》2012,15(5):347-358
This article reports on a national survey of higher education institutions in the United States to answer the question, “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8?%) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, 2001), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, 2005), and the National Council on Teacher Quality (Greenberg and Walsh 2008) for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors. 相似文献
942.
943.
Understanding school districts as learning systems: Some lessons from three cases of complex transformation 总被引:1,自引:0,他引:1
We report on a study of three school jurisdictions in the province of Alberta. The original premise for the research on which this report is based was to investigate the diverse ways that school districts had administered resources that were provided through a major initiative to improve learning in the province. This account is not centrally concerned with how funds were utilized; rather, we report on how districts?? strategies and emphases within the initiative offer windows into the their systemic characters. The range of manifest characters, we argue, is a useful construct to inform policy, ensure the presence of necessary supports and structures, implement appropriate accountability measures, and set reasonable goals for large-scale initiatives in education. 相似文献
944.
945.
A. O. Zakharov 《Scientific and Technical Information Processing》2012,39(5):293-302
The axiomatic approach of Pareto-set reduction is used in this paper to solve the multicriteria choice problem. The goal is to construct an upper estimate for an unknown set of selected alternatives. A method for reducing the set of compromise alternatives using compound closed information on the preference relation of a decision maker is determined. An illustrative example is given. 相似文献
946.
Given the scarcity of educators in Swiss vocational education and training (VET) and the lack of scientific knowledge about these individuals, the aim of the present study was to investigate motivations to become VET educators. In order to focus on individuals instead of variables, a typological approach was adopted and motivational profiles were built. The Factors Influencing Teaching choice framework was adapted to the context of the study and used to investigate multiple motivations, beliefs about the occupation, and pedagogical beliefs in a sample of 605 teachers and trainers from the German speaking and French speaking parts of Switzerland. Five profiles of motivation were extracted from the data, pointing to heterogeneity in the sample. Differences in socio-demographics, antecedent socialization, beliefs about the occupation, and satisfaction with career choice were found. On this basis, the authors suggest guidelines about how to advertise and attract individuals to become VET educators. Notably, the values to emphasize in order to make the occupation attractive have to be adapted to the linguistic region and the type of educators targeted. 相似文献
947.
Elizabeth O. Johnson Antonia V. Charchanti Theodore G. Troupis 《Anatomical sciences education》2012,5(6):354-366
It has become increasingly apparent that no single method for teaching anatomy is able to provide supremacy over another. In an effort to consolidate and enhance learning, a modernized anatomy curriculum was devised by attempting to take advantage of and maximize the benefits from different teaching methods. Both the more traditional approaches to anatomy teaching, as well as modern, innovative educational programs were embraced in a multimodal system implemented over a decade. In this effort, traditional teaching with lectures and dissection was supplemented with models, imaging, computer‐assisted learning, problem‐based learning through clinical cases, surface anatomy, clinical correlation lectures, peer teaching and team‐based learning. Here, we review current thinking in medical education and present our transition from a passive, didactic, highly detailed anatomy course of the past, to a more interactive, as well as functionally and clinically relevant anatomy curriculum over the course of a decade. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
948.
949.
Mesagan Faith O. Eseadi Chiedu Omekwu Charles O. 《Education and Information Technologies》2022,27(5):6157-6171
Education and Information Technologies - In this paper, the researchers’ goal was to examine the influence of gender on cyberspace resources and services use and the expected competencies for... 相似文献
950.
Jo Lunn Brownlee Terri Bourke Leonie Rowan Mary Ryan Peter Churchward Sue Walker Lyra L’Estrange Anita Berge Eva Johansson 《British Educational Research Journal》2022,48(4):684-703
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance. 相似文献